Building relationships between teachers, school administrators, parents, and students is an ongoing process, and the core component of such relationships is teaching and learning. There is much to learn about developing supportive relationships that encourage today's diverse students and their parents in the U.S. However, there is an ongoing argument that few schools adequately equip preservice and in-service teachers with the necessary tools to prepare students to function in today's literate and global societies. For instance, some teachers mirror the dominant culture, which often follows a White savior mentality of seeking to "save" students who are considered less fortunate, or they subscribe to a deficit view model that perceives stereotypical biases and creates low expectations of students of color. In this article, we introduce the term "teaching in a culture of love" to debunk these models and instead seek to value diverse students and families' lives both within and outside school communities. Situated in Yosso's community cultural wealth framework, this work brings an awareness of the cultural capital that Black and Brown students already employ to leverage and improve their experiences in schools around the use of technology and literacy. This article combines community cultural wealth with recommendations for educators concerning (a) culturally appropriate pedagogical practices, (b) diverse and global literature for student development and engagement, and (c) digital literacy practices that create cultural relationships for 21st century learners.